By Violet R. Bruce and F. H. Pedley (Auth.)
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Extra resources for Awakening the Slower Mind
We often talk as if pupils were so many jugs to pour knowledge into, with the saturation point predetermined by the I . Q . . Q. to be incapable of superior work. Q,. N, schools. Some of these children are taught by dedicated people ; but others are given up by their teachers. , p. 179. f Quoted from B. Shoesmith, a teacher of mathematics, by J . H. , p. 6. WHO ARE THE CHILDREN WHO FAIL ? 45 with major learning difficulties will become highly intelligent and skilfully functioning members of the community.
There is, of course, a great deal investigated and known about the structure of the brain and the relationship between damage * K. Herman, Reading Disability, p. 184. 44 AWAKENING THE SLOWER MIND and dysfunction, but where we are dealing with children who do not exhibit clearly symptoms of brain damage as the spastic child does, a great deal of experiment is necessary to discover where the limitation lies and how severe this is. There may be limited neurological functioning which makes for inability in a child to integrate ideas.
A child's anxiety is brought about by what he thinks he ought to achieve. This pressure outside himself, not fully understood, may make anxiety deeper. His punishment is the cross, sad, disappointed, angry, even cynical or sarcastic parent or teacher. There are children who are doomed to failure by their homes and backgrounds and by an educational system which puts them in a position whereby they are bound to fail. They become bewildered, defeated, and discouraged; there is a vicious circle of failure.
Awakening the Slower Mind by Violet R. Bruce and F. H. Pedley (Auth.)